Eleazar Wheelock, letter, to Samson Occom, 1771 January 22

Hanover is a town in Grafton County, New Hampshire, which is located along the Connecticut River in the west-central area of the state, originally occupied by the Abenaki Tribe. It was chartered by Governor Benning Wentworth in 1761 as "Hannover," and four years later, European settlers arrived, mostly from the colony of Connecticut. Although heavily wooded, Hanover became an agricultural community. In 1769, Eleazar Wheelock established Dartmouth College near the Common at a village called "the Plain," a level tract of land about a mile above the River. For a few years in the 1780s, the southwest corner of the town, called "Dresden," along with several other disgruntled villages along the River who felt they were not being adequately represented in the state legislature, defected from New Hampshire and joined the independent Republic of Vermont. The village of Hanover, not to be confused with Hanover Center, another village located in the center of the township, grew up around the College and became the locus for the Presbytery of Grafton.

The first English immigrant to settle on a peninsula in a harbor on the northeastern coast of North America the local Algonquin Indians called "Shawmet" was William Blackstone in 1629. A year later, John Winthrop arrived with a group of English Puritans and other settlers and named the area Boston after his hometown in Lincolnshire, England. The colony quickly developed representative political institutions that would help shape a democratic nation. Over the next few centuries, Boston emerged as an intellectual and educational center, and, because of its excellent harbor, became a leading commercial hub and a primary port for North America. It is the capital and largest city of the Commonwealth of Massachusetts, and the largest city in New England. Boston was the home for the Boards of Commissioners of several overseas religious societies who sent missionaries throughout the colonies in the 18th century, and was the site of many important events of the American Revolution.

Eleazar Wheelock was a New Light Congregationalist minister who founded Dartmouth College. He was born into a very typical Congregationalist family, and began studying at Yale in 1729, where he fell in with the emerging New Light clique. The evangelical network that he built in college propelled him to fame as an itinerant minister during the First Great Awakening and gave him many of the contacts that he later drew on to support his charity school for Native Americans. Wheelock’s time as an itinerant minister indirectly brought about his charity school. When the Colony of Connecticut retroactively punished itinerant preaching in 1743, Wheelock was among those who lost his salary. Thus, in 1743, he began operating a grammar school to support himself. He was joined that December by Samson Occom, a Mohegan Indian, who sought out an education in hopes of becoming a teacher among his people. Occom’s academic success inspired Wheelock to train Native Americans as missionaries. To that end, he opened Moor’s Indian Charity School in 1754 (where he continued to train Anglo-American students who paid their own way as well as students who functionally indentured themselves to Wheelock as missionaries in exchange for an education). Between 1754 and 1769, when he relocated to New Hampshire, Wheelock trained approximately 60 male and female Native American students from nearby Algonquian tribes and from the Haudenosaunee (Iroquois) of central New York. At the same time, he navigated the complicated politics of missionary societies by setting up his own board of the Society in Scotland for Propagating Christian Knowledge, although he continued to feud with the Boston Board of the SSPCK and the London Commissioners in Boston (more colloquially called the New England Company). By the late 1760s, Wheelock had become disillusioned with the idea of Native American education. He was increasingly convinced that educating Native Americans was futile (several of his students had failed to conform to his confusing and contradictory standards), and, in late 1768, he lost his connection to the Haudenosaunee. With his inclination and ability to sponsor Native American missionaries largely depleted, Wheelock sought instead to fulfill his ultimate ambition of obtaining a charter and opening a college, which he did in 1769. To fund this new enterprise, Wheelock drew on the £12,000 that Samson Occom had raised for Moor’s Indian Charity School during a two-and-a-half year tour of Great Britain (1765 to 1768). Much of this money went towards clearing land and erecting buildings in New Hampshire for the Charity School’s relocation — infrastructure that also happened to benefit Dartmouth. Many of Wheelock’s contemporaries were outraged by what they saw as misuse of the money, as it was clear that Dartmouth College was not intended for Indians and that Moor’s had become a side project. Although Wheelock tried to maintain at least some commitment to Native American education by recruiting students from Canadian communities, the move did a great deal of damage to his public image. The last decade of Wheelock’s life was not easy. In addition to the problems of trying to set up a college far away from any Anglo-American urban center, Wheelock experienced the loss of relationships with two of his most famous and successful students, Samson Occom and Samuel Kirkland (an Anglo-American protégé). He also went into debt for Dartmouth College, especially after the fund raised in Britain was exhausted.

Samson Occom was a Mohegan leader and ordained Presbyterian minister. Occom began his public career in 1742, when he was chosen as a tribal counselor to Ben Uncas II. The following year, he sought out Eleazar Wheelock, a young Anglo-American minister in Lebanon, CT, in hopes of obtaining some education and becoming a teacher at Mohegan. Wheelock agreed to take on Occom as a student, and though Occom had anticipated staying for a few weeks or months, he remained with Wheelock for four years. Occom’s academic success inspired Wheelock to open Moor’s Indian Charity School in 1754, a project which gave him the financial and political capital to establish Dartmouth College in 1769. After his time with Wheelock, Occom embarked on a 12-year mission to the Montauk of Long Island (1749-1761). He married a Montauk woman, Mary Fowler, and served as both teacher and missionary to the Montauk and nearby Shinnecock, although he was grievously underpaid for his services. Occom conducted two brief missions to the Oneida in 1761 and 1762 before embarking on one of the defining journeys of his career: a fundraising tour of Great Britain that lasted from 1765 to 1768. During this journey, undertaken on behalf of Moor’s Indian Charity School, Occom raised £12,000 (an enormous and unanticpated amount that translates roughly to more than two-million dollars), and won wide acclaim for his preaching and comportment. Upon his return to Mohegan in 1768, Occom discovered that Wheelock had failed to adequately care for his family while he was gone. Additionally, despite the vast sums of money that he had raised, Occom found himself unemployed. Wheelock tried to find Occom a missionary position, but Occom was in poor health and disinclined to leave his family again after seeing the treatment with which they had met while he was in Britain. Occom and Wheelock’s relationship continued to sour as it became apparent to Occom that the money he had labored to raise would be going towards infrastructure at Dartmouth College, Wheelock’s new project, rather than the education of Native Americans. After the dissolution of his relationship with Wheelock, Occom became increasingly focused on the needs of the Mohegan community and increasingly vocal in criticizing Anglo-Americans’ un-Christian treatment of Native Americans. In September of 1772, he delivered his famous “Sermon on the Execution of Moses Paul,” which took Anglo-American spiritual hypocrisy as one of its major themes, and which went into four printings before the end of the year. In 1773, Occom became further disillusioned when the Mason Land Case was decided in favor of the Colony of Connecticut. The details of the Mason Case are complicated, but to summarize: the Colony of Connecticut had gained control of Mohegan land early in the 18th century under very suspect circumstances, and successfully fended off the Mohegan’s 70-year-long legal challenge. The conclusion of the case came as a blow to the Mohegans, and further convinced Occom of Anglo-American corruption. Along with David Fowler (Montauk Tribe), Occom's brother-in-law, and Joseph Johnson (Mohegan), Occom's son-in-law, Occom helped found Brothertown, an Indian tribe formed from the Christian Mohegans, Pequots, Narragansetts, Montauks, Tunxis, and Niantics. They eventually settled in Oneida country in upstate New York. Occom moved there with his family in 1789, spending the remaining years of his life serving as a minster to the Brothertown, Stockbridge, and Mohegan Indians. Harried by corrupt land agents, the Brothertown and Stockbridge groups relocated to the eastern shore of Lake Winnebago, though Occom died in 1792 before he could remove himself and his family there. Occom's writings and legacy have made him one of the best known and most eminent Native Americans of the 18th century and beyond.

David Fowler was Jacob Fowler's older brother, Samson Occom's brother-in-law, and an important leader of the Brothertown Tribe. He came to Moor's in 1759, at age 24, and studied there until 1765. While at school, he accompanied Occom on a mission to the Six Nations in 1761. He was licensed as a school master in the 1765 mass graduation, and immediately went to the Six Nations to keep school, first at Oneida and then at Kanawalohale. Fowler saw himself as very close to Wheelock, but their relationship fragmented over the course of Fowler's mission, primarily because Wheelock wrote back to Kirkland, with whom Fowler clashed, but not to Fowler, and because Wheelock refused to reimburse Fowler for some expenses on his mission (767667.4 provides the details most clearly). Fowler went on to teach school at Montauk, and played a major role in negotiations with the Oneidas for the lands that became Brothertown. He was among the first wave of immigrants to that town, and held several important posts there until his death in 1807.

Bezaleel Woodward was an integral figure at Dartmouth College and the greater Hanover community; and like that of Eleazar Wheelock, Woodward’s career consisted of a blend of education, religion, and local affairs. After attending Moor’s and graduating from Yale in 1764, he became a preacher. Upon his return to Lebanon in late 1766, he began to hold various positions at Moor’s and became the first tutor of college department in 1768. Woodward later was a professor of mathematics and natural philosophy at Dartmouth College, as well as a member and clerk of the Board of Trustees. In 1772, he solidified his connection to Wheelock even further by marrying Wheelock’s daughter, Mary. Woodward also held numerous titles outside of the school. He was an elder of the Presbytery and attained multiple appointments in the local court system. A natural leader, Woodward was an influential member and clerk of several committees, representing both Hanover and the Dresden college district. He was thus a leading figure in the Western Rebellion, promoting several towns’ secession from New Hampshire and union with Vermont. Although Woodward resigned from his professorship in 1778, supposedly disassociating himself from Dartmouth while he engaged in politics, it was merely a formality. Upon Wheelock’s death, Woodward acted as president of the college from April to October 1779. Woodward continued to perform many of the executive tasks even after Wheelock’s son and successor, John Wheelock, took over the position, and also held the late Wheelock’s post of treasurer. Claiming to be finished with politics, he officially returned to Dartmouth as tutor in 1782, and performed the president’s duties while Wheelock was abroad in 1782 and 1783. Nonetheless, Woodward continued to participate in local affairs — in 1783 he unsuccessfully attempted to have the New Hampshire General Assembly approve Dresden’s status as a separate town; and in 1786, he became the county treasurer and register of deeds. Woodward remained a prominent figure at Dartmouth and the surrounding area throughout his life. He was, for instance, involved in the construction of Dartmouth Hall in 1784, and was part of the committee formed in 1788 to regulate the contested use of the fund raised by Occom and Whitaker in Great Britain for Moor’s. Woodward died August 25, 1804, at the age of 59.

Mary Occom (née Fowler) was a Montaukett woman who married Samson Occom. Although information about her is limited and often comes from male, Anglo-American sources, it offers a tantalizing glimpse of her strength, as well as an alternative to the Eleazar Wheelock-centered narrative of Occom’s life that often dominates the latter’s biography. Mary was born into the influential Fowler family at Montauk, Long Island. She met Samson during his missionary service there (1749-1761). Mary studied at Samson’s school along with her brothers David and Jacob, and was almost certainly literate. She and Samson married in 1751. Wheelock and several other Anglo-American powers opposed their union because they worried it might distract Occom from being a missionary (as, indeed, family life did), and thus many scholars have read in Samson and Mary’s marriage an act of resistance against Samson’s domineering former teacher. Little information about the minutiae of Mary’s life survives, but existing sources speak volumes about her character and priorities. In front of Anglo-American missionaries visiting the Occoms' English-style house at Mohegan, Mary would insist on wearing Montaukett garb and, when Samson spoke to her in English, she would only reply in Montaukett, despite the fact that she was fluent in English. Mary Occom was, in many ways, Wheelock’s worst fear: that his carefully groomed male students would marry un-Anglicized Indian women. It is not a stretch to imagine that Mary provided much of the incentive for Wheelock to begin taking Indian girls into his school, lest his other protégés replicate Samson’s choice. Much of our information about Mary comes from between 1765 and 1768, when Samson was fundraising in Great Britain. Despite promising to care for Samson’s wife and family (at the time they had seven children), Wheelock, by every objective measure, failed to do so, and Mary’s complaints are well documented. Hilary Wyss reads in Wheelock’s neglect (and in letters from the time) a more sinister story, and concludes that on some level Wheelock was holding Samson’s family hostage, in return for Occom curtailing his political beliefs on the Mason Case. Wyss also notes Mary’s remarkable survivance in this situation. Mary drew on various modes of contact, from letters to verbal communication with influential women (including Sarah Whitaker, the wife of Samson’s traveling companion, and Wheelock’s own daughters), to shame Wheelock into action and demand what she needed. One of the major struggles in Mary’s life, and in Samson’s, was with their sons. Both Aaron and Benoni failed to live up to their parents’ expectations. Aaron attended, and left, Moor’s Indian Charity School three times, and both Aaron and Benoni struggled with alcohol and refused to settle down. The Occom daughters did not cause similar problems. Given the nature of existing sources, little is known about Mary after Samson and Wheelock lessened their communication in 1771. Joanna Brooks has conjectured that Mary was likely influential in Samson’s Mohegan community involvement later in life, for instance, in his continued ministry to Mohegan and, perhaps, his increasingly vehement rejection of Anglo-American colonial practices.